Dick and Carey Model

Instructional Goals What is the desirable state of affairs? Instructional Analysis Determine skills involved Objectives of instruction Entry Behaviors and Learner Characteristics Traits of personality Analysis of entry behaviors what learners know Performance Objectives Translate the needs and goals into specific objectives Criterion-Referenced Test Items Develop assessment instruments Instructional Strategy How instructional activities will relate to the accomplishment of the objectives Delivery? Instructional Materials Select print v. other media intended to convey info. Role of teacher Formative Evaluation Provide data; revise instruction so as to make it as effective as possible for larger number of students Small group Field trial Summative Evaluation Study system as a whole Conducted after passed through formative stage Small scale/Large scale Short period/long period

ADDIE Model Analysis Identifies the learning problem, goals and objectives. Considers learning environment, delivery options and timeline for project. Design Specifies learning objectives, user-interface and content is determined Development Actual creation of content and learning materials based on the Design phase Implementation Plan put into action and procedure for training the teacher and learner is developed. Materials are delivered to group. Evaluation Consists of both formative and summative evaluations. Formative is presented in each stage of the ADDIE process. Summative evaluation is conducted off feedback from users.

Part 2: The Research Process This course is an overview where educational research stands today with both quantitative and qualitative research. Students will learn the difference between qualitative and quantitative research, the different types of research designs and how to begin to conduct research. Students will gain experience on the process of conducting research and steps involved in the process of research. Module I: The process of conducting research 1. Definition of Research and Its Importance 2. The Six Steps in a Research Process 3. Quantitative versus Qualitative Research 4. Ethical Issues in Conducting Research Module II: Identifying a Research Problem 1. What is a research problem? 2. Researching your problem. 3. Qualitative versus Quantitative Research Problems 4. How to write a Statement of the Problem section? Module III: Reviewing the Literature 1. What is a literature review? 2. What are the five steps involved with writing a literature review. Module IV: Specifying a Purpose, Research Questions or Hypothesis 1. What are purpose statements, research questions and a hypothesis? 2. Why this area of research is important and necessary. 3. Writing both quantitative and qualitative purpose statements, research questions or hypothesis.

Module V: Collecting/Analyzing Quantitative and Qualitative Data 1. Learn the five steps in the process of data collection. 2. Learn to identify your participants or sampling approaches and what permissions are needed. 3. Identify what information you will collect and what instruments or procedures are needed to collect this information. 4. Learning to analyze the data and interpret the results or report the findings. 5. Ethical concerns/issues Module VI: Learning and Understanding the types of Research Designs 1. Experimental Designs 2. Correlational Designs 3. Survey Designs 4. Grounded Theory Designs 5. Ethnographic Designs 6. Narrative Research Designs 7. Mixed Methods Designs 8. Action Research Designs Part 3: s x2Identify two , examples of a quantitative and qualitative approach. Post in discussion board thread. , What are the strategies for writing a statement of the problem? Read pages 71-80. Chat room discussion with assigned group over the five elements. Be prepared to present a draft of your statement of the problem with your group by either uploading to your group discussion board or by sharing your screen with your assigned group members during your chat session.
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